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Why and under which contextual conditions do early maturing girls develop problem behaviors?
Örebro University, School of Law, Psychology and Social Work. (Center for developmental research)ORCID iD: 0000-0001-7456-2397
Örebro University, School of Law, Psychology and Social Work. (Center for developmental research)ORCID iD: 0000-0001-7546-2275
2014 (English)In: Child Development Perspectives, ISSN 1750-8592, E-ISSN 1750-8606, Vol. 8, no 3, p. 158-162Article in journal (Refereed) Published
Abstract [en]

Researchers have proposed several theoretical models to account for the well-established link between pubertal timing and social adjustment. The early models are general and pay little attention to mechanisms or contextual conditions, while newer models concentrate on interpersonal and contextual conditions. A recent theoretical approach-combining peer-socialization and contextual-amplification models-seeks to specify the theoretical mechanisms involved in the peer-socialization explanation of the link between girls' early maturation and problem behavior, on one hand, and the contextual conditions during which peer socialization are likely to occur, on the other. Findings from our empirical studies on micro-and macrocontextual levels support this integrative approach. Models of how puberty affects behavior should recognize the social embeddedness of adolescents' behaviors, and should therefore be contextual.

Place, publisher, year, edition, pages
2014. Vol. 8, no 3, p. 158-162
Keywords [en]
puberty; pubertal timing; problem behavior; explanations
National Category
Psychology (excluding Applied Psychology)
Research subject
Psychology
Identifiers
URN: urn:nbn:se:oru:diva-39570DOI: 10.1111/cdep.12076ISI: 000344781700007OAI: oai:DiVA.org:oru-39570DiVA, id: diva2:770647
Available from: 2014-12-11 Created: 2014-12-11 Last updated: 2017-12-05Bibliographically approved

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Skoog, TheréseStattin, Håkan

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